sashes. A front room 24x32 and a back room 24x30 will accommo: date about one hundred pupils. The flues should be in the walls adjoining the partition. For three rooms the building should be of a T shape, the perpendicular line representing a room 24x32, and the horizontal line two rooms, each 28x21. The flues may be conveniently placed in the angles where the front building adjoins the rear building. For four rooms place a corridor six feet wide between two sets of rooms, such as are described in the beginning of this paragraph. It is only when more than four rooms are needed, or where the ground is unusually expensive that a two-story house should be built.

8. Plastering.-As most of country schoolhouses are closed during nearly half the year, the plastering is apt to be affected by the damp. The walls should be wainscoted to the height of four feet from the floor. If the rest of the wall were sheathed with wood of a lighter color than the wainscoting, and the ceiling covered with the same material, it would be found much better than plaster, more ornamental, more durable, and not so much more expensive.

9. Outbuildings.-The health and comfort of teacher and pupils demand:

First-That a substantial woodshed be built and a sufficient supply of good fuel be placed therein at the beginning of each term. Second-Common decency always demands that water closets be provided and placed in the opposite rear angles of the schoolyard, or in some other convenient situation.

Gravel, plank or brick should be laid from the schoolhouse to these buildings. The advantages of placing these closets in easy and convenient communication with the schoolroom are numerous. The fierce winds of winter, the wet and soft grounds in fall and spring are dangerous exposures to delicate children in leaving a hot room and who are compelled to traverse the length of the playground through mud and water to a mean and miserable shed through which the wind constantly and freely blows. These water closets should be simple and substantial in construction, and not too large. Two feet and a half room is ample for each child, and never under any circumstances should there be two seats in the same enclosure. Each seat should be in an enclosure by itself, and the screens between each one should be six feet in height or more. In very many delicate and nervous children nature refuses to perform its usual functions, however great the necessity, in the presence of others or under unaccustomed circumstances, and a decent privacy in the

school convenience is necessary to save such from daily pain and more often serious consequences.

The promiscuous arrangement and condition of the ordinary school privileges urgently demand that these necessary appliances should receive at least as much care as the other circumstances of school life.

10. Apparatus.-Globes, charts, numeral frames, outline wall maps, ink, paper, text-books, cube and square root blocks are necessary appliances for the efficient management of every school.

11. ^ Furniture.-Among the indispensable articles of furniture are a few chairs, a teacher's table, blackboards and crayons, a clock, a dictionary, a water pail and cups, pointers, erasers, brooms and brushes. Each school should be furnished with a closet in which the movable property may be secured.

TEACHERS' READING ASSOCIATIONS.

These important auxilliaries in the teachers' work are being rapidly established in other States and are proving most valuable aids in the development of public school education. The advantages of such organizations are obvious. The course of reading is designed to cover the whole ground of educational theory and practice. It comprehends the views of our ablest and most progressive educators. Teachers who wish to achieve success must qualify themselves for their work. The association will stimulate effort, and wisely direct this course of reading. Its members will be inspired with a new interest in their profession, they will become more proficient in their work by the adoption of improved methods, and they will be elevated to a higher rank as teachers by a clearer perception of the underlying principles of their calling. Again, it is surprising how little attention is paid to school literature by a large majority of our teachers who seem very willing to live up to the theory that "teachers are born, not made" and that they belong to that particular class and hence do not make the slightest effort to retain, much less to improve their talent. The establishment then of reading associations is apparently necessary. Many teachers would read works on their profession, but do not know how, or where to obtain them. Others, again, do not know what books are desirable, and there are are some who do not read because they cannot see any immediate results. Now these associations will meet all such cases.

First, a uniform course of reading is prescribed. This will concentrate the effort.

Second, the books are selected, which prevents confusion.

Third, arrangements are made by the officers of the association so that the books prescribed can be readily obtained at greatly reduced rates.

Fourth, by the periodical examination questions, sent out by the secretary, the minds of the readers are stimulated and refreshed.

These associations should become a part of our school system, and thus become widely established and known in all the counties of our great State.

Two or three reading circles have been organized in the State with the following plan of organization and rules and regulations:

ORGANIZATION.

RULES AND REGULATIONS.

1. This organization shall be known as the

2. The object of this association shall be to pursue a uniform course of educational reading.

3. The officers shall be a president, two vice-presidents, a secretary and a treasurer, all of whom shall be elected annually by ballot.

4. All teachers (and friends of education-"optional") in County, may become members of this association by authorizing the secretary to enroll their names and paying the annual fee. 5. The annual fee for membership shall be

(usually $1). 6. The course of reading shall extend through two (usually two or three) years, and consist of standard works on educational subjects.

7. The course of reading shall be prescribed by a committee of (usually three) to be elected every (two or three) two years. 8. Examination questions on the books read shall be sent semiannually to the members of the association, and to be answered and returned to the secretary, who shall keep a record of the standing of each member as determined by the officers.

9. When the course is completed, the officers may award certifirates of graduation to all members who have obtained some designated standard on examination.

10. After the completion of the established biennial course, an additional and more extended course may be prescribed for those holding examination certificates.

EDUCATIONAL WORKS RECOMMENDED.

The most important works on education, are, for convenience, classified as follows:

1. Principles of Education.

Principles and Practice of Education.

School Management.

2.

3.

Methods of Teaching.

4.

5.

Primary Education.

6.

Kindergarten Education.

7. Moral Education.

8. Physical Education.

9. History of Education.

The following seven books are specially recommended for the first

course:

1. Parker's Talks on Teaching, by Col. Francis W. Parker, 16mo. 192 pp.; price to teachers, by mail, $1.09. "This book has been prepared to supply the demand on the part of teachers who know the new methods' of teaching."

2. The Practical Teacher, by the same author, 8vo, 188 pp.; by mail, $1.34. "This volume contains practical articles on the subjects that are steadily before the teacher as he faces his pupils." 3. Tate's Philosophy of Education, by T. Tate. 331 pp. price $1.27. "This has long been a standard work in England. It is especially strong in its discussion of the Philosophy of Education." 4. Payne's Lectures on the Science and Art of Education, by Joseph Payne, first professor of the Science and Art of Education in the College of Preception, London, England. 264 pp.; 87 cents. "Teachers who are seeking to know the principles of education will find them clearly set forth in this volume, and it must be remembered that principles are the basis upon which all methods must be founded."

5. Fitch's Lectures on Teaching, by J. G. Fitch, one of Her Majesty's inspectors of schools, England. 16 mo., 395 pp.; $1.09. "Here are no vague and general propositions of universal, but no particular application, but on every page we find the problems of the school room discussed with a definiteness of mental grip and a faithfulness to principles which render the analysis applicable to every phase of school work from the primary room to the college."

6. Kellogg's School Management; a practical guide for the teacher in the school-room; by Amos M. Kellogg, A. M.; sixth

edition. 123 pp.; 65 cents. "This book takes up the most difficult of all school work, viz: The government of a school, and is filled with original and practical ideas on the subject."

7. Shaw and Donnell's School Devices. By Edward R. Shaw and Webb Donnell, of the Yonkers high school. Illustrated; 16 mo., 300 pp.; $1.09.

"The object of this book is to afford practical assistance to teachers who wish to keep their work from degenerating into mere routine by giving them, in convenient form for constant use at the desk, a multitude of new ways in which to present old truths."

SCHOOL VISITS.

In compliance with sub-divisions 2 and 3 of section 5, Oregon school laws, many of the leading public schools and chartered educational institutions of the State have been visited within the past two years.

In visiting the public schools notes were made on the following points: Condition of school premises; furniture; out-buildings; heating of rooms; ventilation; neatness of room; grounds; number of pupils enrolled; average attendance; methods of teachers; zeal of teachers; condition of school registers; grade of school; number of rooms; progress, interest, conduct, attention and punctuality of pupils; number of recitations per day, etc.

In the matter of school premises there is great need of improvement in many places. School grounds should be enclosed with a neat, substantial fence, and shade trees planted. The school house. and surroundings should indicate enterprise and intelligence on the part of the district. In many instances the very reverse of all this is true, and there seems to be an entire absence of prosperity and thrift in the matter of school affairs. In such cases the county superintendent should visit the districts regularly and systematically and closely inspect the school property; then report the actual condition to the directors. This would be one remedy, and probably sufficient in each case.

In some of our most populous districts, including town and city districts, we find more general interest in the advancement and success of the public schools. School officers are giving more attention to the employment of the best teachers and to the building of good school houses and to the purchase of useful apparatus and comfortable school desks and other furniture.